1. Dr Yanna Vogiazou, Goldsmiths College M-Learning Symposium, 9th February 2007, WLE Centre Institute of Education Identifying and designing socio-emotional cues for group collaboration Dr Yanna Vogiazou, Dr Jonathan Freeman and Dr Jane Lessiter Goldsmiths College, University of London M-Learning Symposium WLE Centre Institute of Education

2. Dr Yanna Vogiazou, Goldsmiths College M-Learning Symposium, 9th February 2007, WLE Centre Institute of Education Overview  Research objectives  User centered design methodology  Socio-emotional cues in collaboration @ work  …and @play  Design research through role play  User generated non verbal representations  Ongoing design process

3. Dr Yanna Vogiazou, Goldsmiths College M-Learning Symposium, 9th February 2007, WLE Centre Institute of Education Research objectives @ Work & @ Play:  What kind of personal, social and contextual cues?  User needs and wishes  Meaningful representations of socio-emotional and contextual cues for individuals and groups  Multiple modalities, non verbal  Different levels of privacy disclosure  Concept development

4. Dr Yanna Vogiazou, Goldsmiths College M-Learning Symposium, 9th February 2007, WLE Centre Institute of Education Combined design research Innovative research method:  Analytical, user-centred approach  Generative, users as co-creators of new concepts Focus groups discussion early sketches card sorting role playing Workshops in collaborative work (Helsinki School of Economics), social gaming (University of Lincoln) and creative workshop at Goldsmiths College.

5. Dr Yanna Vogiazou, Goldsmiths College M-Learning Symposium, 9th February 2007, WLE Centre Institute of Education Important elements of information Collaboration @ work:  Attention & feedback  Activity & availability  Background, links, contribution, gain Effective within team communication: Shared {level of intellect, interests, understanding} + environment Collaboration @ play:  Choosing a role for oneself  Signalling for emergent strategies  Excitement when playing with ‘strangers’  Team support, group morale  ‘In’ and ‘out’ of the game Building a team: Skills, tactics, past experiences of players

6. Dr Yanna Vogiazou, Goldsmiths College M-Learning Symposium, 9th February 2007, WLE Centre Institute of Education Collaborative work

7. Dr Yanna Vogiazou, Goldsmiths College M-Learning Symposium, 9th February 2007, WLE Centre Institute of Education Social gaming

8. Dr Yanna Vogiazou, Goldsmiths College M-Learning Symposium, 9th February 2007, WLE Centre Institute of Education Prioritizing and grouping information Participant generated categories (collaborative work)

9. Dr Yanna Vogiazou, Goldsmiths College M-Learning Symposium, 9th February 2007, WLE Centre Institute of Education Connectedness in social gaming

10. Dr Yanna Vogiazou, Goldsmiths College M-Learning Symposium, 9th February 2007, WLE Centre Institute of Education Sketches: individual & context Environment Participants from both found:  Posture and form can be very suggestive about an individual’s state (e.g. relaxed or unsettled)  Patterned background with the environmental context, but also mental state

11. Dr Yanna Vogiazou, Goldsmiths College M-Learning Symposium, 9th February 2007, WLE Centre Institute of Education Sketches: group state Participants from both workshops found: Wavy line can represent activity or group cohesion. Focus on one individual can indicate a leader or spokesperson. Excitement and activity

12. Dr Yanna Vogiazou, Goldsmiths College M-Learning Symposium, 9th February 2007, WLE Centre Institute of Education Multimodal interaction and wearables Play: Smell and tactile feedback - great for gaming. Passive awareness vs alerts and active prompts a matter of personal preference for players Work: Haptic interfaces and vibration for non intrusive alerts in collaborative work. Connection to music - ‘subtraction’ for awareness

13. Dr Yanna Vogiazou, Goldsmiths College M-Learning Symposium, 9th February 2007, WLE Centre Institute of Education Design research through role playing role playintuitive representations sketching to develop more representations

14. Dr Yanna Vogiazou, Goldsmiths College M-Learning Symposium, 9th February 2007, WLE Centre Institute of Education A game of ‘charades’ Confused

15. Dr Yanna Vogiazou, Goldsmiths College M-Learning Symposium, 9th February 2007, WLE Centre Institute of Education Open and closed postures Celebration Growing distance

16. Dr Yanna Vogiazou, Goldsmiths College M-Learning Symposium, 9th February 2007, WLE Centre Institute of Education Multimodal representations DisagreementCrowd movement

17. Dr Yanna Vogiazou, Goldsmiths College M-Learning Symposium, 9th February 2007, WLE Centre Institute of Education Representations of private space

18. Dr Yanna Vogiazou, Goldsmiths College M-Learning Symposium, 9th February 2007, WLE Centre Institute of Education Insights from method  More cross cultural similarities in spontaneous representations  Participant engagement, more intuitive interaction  Flexible activity  Acting was used more than other modalities  Often modalities were combined (e.g. drawing and sound, acting and drawing)  Generation of intuitive, easily interpretable representations

19. Dr Yanna Vogiazou, Goldsmiths College M-Learning Symposium, 9th February 2007, WLE Centre Institute of Education Visualising socio-emotional cues

20. Dr Yanna Vogiazou, Goldsmiths College M-Learning Symposium, 9th February 2007, WLE Centre Institute of Education Ongoing design process…

21. Dr Yanna Vogiazou, Goldsmiths College M-Learning Symposium, 9th February 2007, WLE Centre Institute of Education Ongoing: mobile application design

22. Dr Yanna Vogiazou, Goldsmiths College M-Learning Symposium, 9th February 2007, WLE Centre Institute of Education Questions? Thank you! y.vogiazou@gold.ac.uk Forthcoming paper in HCI International 2007: “The use of improvisational role-play in user centered design processes”